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Abstract
Problem Statement and Purpose of the Study Due to rapid changes and competition, particularly in the service sector, and the expanding role of technology in the world, vocational education is becoming more and more important. Through the Erasmus+ Programme, the European Commission supports the professional development of VET teaching staff with a view to innovating and improving the quality of teaching and training across Europe. European Commission gives this support through Erasmus+ projects. It is important for VET teachers to improve their professional profiling, do research and publish, which will enhance quality and bring a more scientific approach in education. European Commission gives this support through Erasmus+ projects. UPPScience Erasmus+ KA2 Strategic Partnership Project, funded by Norwegian National Agency and coordinated by Norwegian University of Science and Technology, brought together professionals involved in the management of vocational education and training, and students from early Further/Higher Education, into a single Community that provided a platform for the publishing of small research projects through intensive exchange, peer review and mentoring. The aim of the current research was to classify the opinions of the teachers on UPPScience training regarding their reasons for joining this Project, the preparations done before training, and the benefits of the Project. Methodology This study was conducted in Bucharest from April 25th to 29th, 2018. 27 teachers from thirteen partner organizations attended the training in the Project. A non-probability sample technique based on purposive sampling method was used, since the sample derives from a specific target group, in the full knowledge that it does not represent the wider population, but simply represents itself. The method of this research is a qualitative case study with a holistic single case. In order to classify the opinions of teachers regarding their reasons for attending the training, the preparation done before training, and the benefits of the training, semi-structured individual interviews were used. Data were collected via face to face interviews by using semi structured interview forms. Data analysis began with repeated readings of interview transcripts from conversations with teachers. During data analysis, the data were organized categorically and chronologically, reviewed repeatedly and continually coded. In addition, data analysis was aided by the use of a qualitative research tool, NVIVO 10. Findings and Discussions This study was done to understand and classify the opinions of teachers from different countries on Project training in terms of their reasons for participating in this training, the preparation they did beforehand, and the benefits of the training. Accordingly, data were collected through semi-structured individual interviews. The teachers’s reasons for participating in Project training are to learn about different cultures, exchange views and information, learn to write papers and increase their level of professional development. They wanted to learn new things about their profession and improve themselves in order to be better teachers. The training that teachers attended were focused on writing and doing research in their field, which forced them to read about new papers written in their subject area. A study which supports this research findings was done by Garet, Porter, Desimone, Birman, and Yoon (2001). teachers’ classroom instructional practices tended to change in a positive way when they participated at training programs for professional development. Conclusions and Recommendations Teachers attended the training to learn about different cultures, exchange views and information, learn to write papers and increase their level of professional development. It is understood that teachers are eager to attend trainings to improve their Professional development. According to the findings of this study, the the researchers make the following recommendations: Teachers should be better informed about training programs, which will support and enhance their professional development, and should attend those trainings in order to increase their diverse teaching skills. Teachers should be better informed about EU Projects in order to benefit from different kinds of projects.
Keywords
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